Student
Achievement
Data
Components
School:
Root ES
Plan Year
2016-2018
AMO
AMO
*3rd- 5th graders have exceeded expected growth in the past 3 years on the ELA EOG, with a peak of 14.2
points in 12-13.
*3rd- 5th graders have exceeded expected growth in the past 3 years on the Math EOG, with a peak of
19.4 points in 14-15.
12-13 exceeded reading growth by 14.2 points and in math by 12.3 points
13-14 exceeded reading growth by 11.8 points and in math by 11.8 points
14-15 exceeded reading growth by 13.2 points and in math by 19.4 points
*3rd - 5th grade Economically Disadvantaged Students have not met expected growth in the past 3 years in the ELA
EOG with a peak of 14.8 points below their AMO targets in 14-15.
*3rd - 5th grade Economically Disadvantaged Students have not met expected growth in the past 3 years in the
Math EOG with a peak of 15.7 points below their AMO targets in 13-14.
12-13 below targeted reading growth by 5.8 points and in math by 6.6 points
13-14 below targeted reading growth by 14.6 points and in math by 15.7 points
14-15 below targeted reading growth by 14.8 points and in math by 5.3 points
*3rd- 5th grade white students have exceeded expected growth in the past 3 years on the ELA EOG, with a *3rd - 5th grade Black students have not met expected growth in the past 3 years in the ELA EOG with a peak of 7.4
peak of 22.3 points in 12-13.
points below their AMO targets in 13-14.
*3rd- 5th grade white students have exceeded expected growth in the past 3 years on the Math EOG, with
12-13 below targeted reading growth by 6.4 points and in math by 5.2 points
a peak of 25 points in 14-15.
13-14 below targeted reading growth by 7.4 points and in math by 9.1 points
14-15 below targeted reading growth by 7.1 points
12-13 exceeded reading growth by 22.3 points and in math by 22.1 points
13-14 exceeded reading growth by 13.9 points and in math by 16.4 points
EOG
14-15 exceeded reading growth by 17.5 points and in math by 25.0 points
* 3rd-5th grade Hispanic/Latino students Reading scores on the EOGs has decreased by 11 percentage points from
* The group Black students has met and exceeded their AMO targets in math for the first time this past
2012-13 (42%) to 2014-15 (31%).
year.
* 3rd-5th grade Black students Reading scores on the EOGs has increased by 19 percentage points from 2012-13
14-15 exceeded math growth by 2.2 points
(25%) to 2014-15 (44%) but are still below the White students 2014-15 scores (90%).
* 3rd-5th grade Hispanic/Latino students Math scores on the EOGs has increased by 19 percentage points from
* The group Academically Gifted students has met and exceeded their AMO targets in reading and math
2012-13 (19%) to 2014-15 (38%) but are still below the White students 2014-15 scores (91%).
for 2012-13 and in 2014-15
* 3rd-5th grade Black students Math scores on the EOGs has increased by 27 percentage points from 2012-13 (24%)
12-13 exceeded reading growth by 2.5 points and in math by 4.7 points
to 2014-15 (51%) but are still below the White students 2014-15 scores (91%).
14-15 exceeded reading growth by 3.2 points and in math by 6.7 points
EVAAS
EOGs
* 2nd grade did not meet expected growth in 2015 according to the TRC: -2.5 points
*All 3rd - 5th graders proficiency has increased 10% points on the ELA EOG between 2013 - 2015.
*All 3rd - 5th graders proficiency has increased 19% points on the Math EOG between 2013 - 2015.
* 3rd grade did not meet expected growth in reading
*All 5th graders proficiency has increased 25% points on the Science EOG between 2013 - 2015.
2015 -3.1 points
*3rd - 5th grade Black student proficiency has increased 25% points on the ELA and Math EOGs between
2013 - 2015.
12-13 25% passed the EOGs
13-14 34% passed the EOGs
14-15 50% passed the EOGs
EVAAS
* Root Elementary has increased the growth index over the past 3 years from -2.26 (Does Not Meet
Expected Growth) in 2013 to -.45 (Met Expected Growth) in 2015.
* 5th grade has meet expected growth in reading each of the last 3 years:
2013 -1.4 points
2014 1.4 points
2015 1.6 points
Page 1 of 18
Data
Components
School:
Root ES
Plan Year
2016-2018
2013-14
2013-14
* Of the 70 K-5 students at Root in yellow on the mClass BOY in 2013, 71% moved to green on the mClass
EOY in 2014.
* Of the 373 K-5 students at Root in green on the mClass BOY in 2013, 94% remained in green on the
mClass EOY in 2014.
* Of the 74 K-5 students at Root in red on the mClass BOY in 2013, 54% stayed in the red on the mClass EOY in 2014.
2014-15
* Of the 58 K-5 students at Root in red on the mClass BOY in 2014, 64% stayed in the red on the mClass EOY in 2015.
Process
Data
2014-15
* Of the 42 K-5 students at Root in yellow on the mClass BOY in 2014, 52% moved to green on the mClass
EOY in 2015.
* Of the 395 K-5 students at Root in green on the mClass BOY in 2014, 92% remained in green on the
mClass EOY in 2015.
*Progress monitoring of students in the red and yellow is not completed with fidelity.
Behavior Data/SIRS
From the data collected from SIRS, there has been an increase in the percentage of referrals for minority students
from 65% of total referrals in 2014-15 to 85% of total referrals in 2015-16. In both years, 55% of total referrals have
been minority males.
2014-15
There have been 77 major referrals to the office. 50 of the referrals have been minority students (65%). 63 of the
referrals to the office have been boys (82%). 42 of the referrals have been minority boys (55%) and 8 have been
minority females (10%).
2015-16
There have been 60 major referrals to the office so far this school year. 51 of the referrals have been minority
students (85%). 39 of the referrals have been males (65%). 33 of the referrals have been minority males (55%) and
18 have been minority females (30%).
Page 2 of 18
Data
Components
School:
Root ES
Plan Year
2016-2018
Staff and
Student
Demographics
2013-14 Data
* Total Number of Students Enrolled: 528
* White Students Percentage: 67.2%
* Black Students Percentage: 19.9%
* Hispanic Students Percentage: 9.1%
* LEP Percentage: 4.0%
* Free/Reduced Percentage: 31.4%
2014-15 Data
* Total Number of Students Enrolled: 510
* White Students Percentage: 69.2%
* Black Students Percentage: 19.4%
* Hispanic Students Percentage: 8.1%
* LEP Percentage: 3.5%
* Free/Reduced Percentage: 25.7%
2015-16 Data
* Total Number of Students Enrolled: 511
* White Students Percentage: 70.8%
* Black Students Percentage: 18.6%
* Hispanic Students Percentage: 7.5%
* LEP Percentage: 3.5%
* Free/Reduced Percentage: 24.9%
Staff Demographics
* 33% of Root teachers have advanced degrees.
* Number of Nationally Board Certified teachers has increased
* Turnover rate has declined from 16% to 3%
Perception
On the TWC survey that was administered by the state in 2014 and the county in 2015, the number of staff On the TWC survey that was administered by the state in 2014 and the county in 2015:
who feel Root is a good place to work and learn continues to be over 90%.
an atmosphere of trust and mutual respect increased from 42% to 61%
teachers felt that school leadership consistently supported teachers increased from 54% to 68.3%
teachers felt comfortable raising issues and concerns that were important to them decreased from 51% to 43.6%
teachers felt that the faculty and staff had a shared vision decreased from 66% to 62.5%
Page 3 of 18
School:
Root ES
Plan Year
2016-2018
Page 4 of 18
School:
Root ES
Plan Year
2016-2018
Data Summary
Describe your conclusions
For the past three years, we have exceeded expected growth according to AMO targets in ELA and Math. The group All Students has increased in
proficiency on the EOGs in the past 3 years from 62% to 78%. The group All Students has increased in proficiency the last 3 years on the ELA by 10
percentage points (66%-76%), in Math by 19 percentage points (59%-78%) and in Science by 25 percentage points (59%-84%). 3rd - 5th grade Black
student proficiency has increased 25 percentage points on the ELA and Math EOGs between 2013 - 2015 going from 25% proficient to 50% proficient.
3rd - 5th grade Economically Disadvantaged Students have not met expected growth in the past 3 years on the ELA EOG. 3rd - 5th grade Economically
Disadvantaged Students have not met expected growth in the past 3 years on the Math EOG. * 3rd-5th grade Hispanic/Latino students Reading scores on
the EOGs has decreased by 11 percentage points from 2012-13 (42%) to 2014-15 (31%). 3rd-5th grade Black students Reading scores on the EOGs has
increased by 19 percentage points from 2012-13 (25%) to 2014-15 (44%) but are still below the White students 2014-15 scores (90%). 3rd-5th grade
Hispanic/Latino students Math scores on the EOGs has increased by 19 percentage points from 2012-13 (19%) to 2014-15 (38%) but are still below the
White students 2014-15 scores (91%). 3rd-5th grade Black students Math scores on the EOGs has increased by 27 percentage points from 2012-13 (24%)
to 2014-15 (51%) but are still below the White students 2014-15 scores (91%). The last 2 years, a majority of students who were in the red on the BOY
mClass assessments were still in red on the EOY assessments.
(2104-15) There have been 77 major referrals to the office. 50 of the referrals have been minority students (65%). 63 of the referrals to the office have
been boys (82%). 42 of the referrals have been minority boys (55%) and 8 have been minority females (10%).
(2015-16) There have been 60 major referrals to the office so far this school year. 51 of the referrals have been minority students (85%). 39 of the referrals
have been males (65%). 33 of the referrals have been minority males (55%) and 18 have been minority females (30%).
Some root causes would be: lack of consistent vocabulary instruction, the approach to curriculum varies between grade levels and a lack of strong
school/family partnership with this particular subgroup for a variety of reasons.
Professional development will be aligned so that PLTs can work together to identify appropriate Core strategies and interventions that are designed to best
meet students' needs utilizing the resources that are currently available. Track student progress at monthly data meetings to make regular adjustments as
needed and ensure that interventions are working. Increase the fidelity of progress monitoring students at required intervals. (Red - every 10 days, Yellow every 20 days) Clarify Conscious Discipline implementation within a PBIS structure. Create school-wide PBIS expectations for every area of the school and
develop our Tier 1 system.
Page 5 of 18
School:
Root ES
Plan Year
2016-2018
Principal:
Blaine Clark
Date:
Aug - 2016
Amy Koo
Ashley Dozier
Blaine Clark
Principal
Dawn Ellis
Teacher
Dick Wunderlin
Teacher
Elizabeth Sparrow
Parent
Jane Hemingway
Teacher
Julie Cook
Teacher
Julie Grahlmann
Teacher
10 Katie Parker
Teacher
11 Kendra Fisher
Assistant Principal
12 Lisa Hodnett
13 Nancy Torborg
Teacher
14 Sarah Rhodes
Teacher
15 Shana Stutts
Parent
16 Shelley Thacker
17 Sue Hladik
Page 6 of 18
School:
Root ES
Plan Year
2016-2018
Date:
Aug - 2016
Mission Statement
Wake County Public School System will provide a relevant and engaging education and will graduate
students who are collaborative, creative, effective communicators and critical thinkers.
Vision Statement
Root students grow to embrace learning as innovative, compassionate citizens in an ever-changing world.
Core Beliefs
Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, and
meaningful learning each day.
Every student is expected to learn, grow, and succeed while we will eliminate the ability to predict
achievement based on socioeconomic status, race, and ethnicity.
Well-supported, highly effective, and dedicated principals, teachers, and staff are essential to success
for all students.
The Board of Education, superintendent, and all staff, while sustaining best practices, will promote and
support a culture of continuous improvement, risk-taking, and innovation that results in a high-performing
organization focused on student achievement.
The Board of Education, superintendent, and all staff value a diverse school community that is inviting,
respectful, inclusive, flexible, and supportive.
The Wake County residents value a strong public school system and will partner to provide the support
and resources to fully realize our shared vision, accomplish the mission, and sustain our core beliefs.
Value Statement
We, the staff at Root, are a collaborative partnership that inspires learners to
grow through challenging, meaningful experiences building
on unique strengths, curiosity, and persistence.
Page 7 of 18
School:
Root ES
Plan Year
2016-2018
LEA:
School Goal
All subgroups will meet their AMO proficiency targets and meet or exceed expected growth in reading,
math, and science by June 2018.
Goal Manager
Strategic Objective
Shelley Thacker
Resources
CMAPP, Literacy & math coach, targeted professional development that aligns with staff PDP goal,
intervention matrix, CODE strategies, lesson plans, common assessments, MClass, Case 21, BOY for 3rd
grade
Key Process
1. Teachers/staff will implement a balanced literacy framework in order to increase targeted subgroups
capacity to demonstrate growth and proficiency.
Tier
Tier 1 / Core
Process Manager
Blaine Clark
Measurable Process Check(s)
SIP committee reviews quarterly mClass, Case 21, report card data to monitor achievement. PLTs review
data weekly to monitor achievement and adjust daily instruction.
Action Step(s)
1. PLTs/Collaborative Planning review, analyze and reflect on common assessment data to determine
effectiveness of instruction.
Timeline
2. Grade levels will become familiar and utilize the intervention planning matrix to meet the
instructional needs of all students.
Timeline
3. Teachers/staff will utilize CODE strategies in all subjects to increase student proficiency with
academic vocabulary.
Timeline
Key Process
Page 8 of 18
School:
Root ES
Plan Year
2016-2018
LEA:
2. Teachers/staff will utilize research based strategies (such as: conceptual understanding, math
discourse, solving open ended math tasks using mathematical models, structure and grouping of
students, and differentiation) within their math block in order to increase targeted subgroups capacity
to demonstrate growth and proficiency.
Tier
Tier 1 / Core
Process Manager
Blaine Clark
Measurable Process Check(s)
SIP committee reviews quarterly Case 21 and report card data to monitor achievement. PLTs review data
weekly to monitor achievement and adjust daily instruction.
Action Step(s)
1. PLTs/Collaborative Planning review, analyze and reflect on common assessment data to determine
effectiveness of instruction.
Timeline
2. Grade levels will become familiar and utilize the intervention planning matrix to meet the
instructional needs of all students.
Timeline
3. Staff will receive training on math research strategies, focusing on the structure/grouping of
students and differentiation.
Timeline
Page 9 of 18
School:
Root ES
Plan Year
2016-2018
LEA:
School Goal
By June 2018, the percentage of minority students with major referrals will decrease from 77% to 50% as
measured by SIRS.
Goal Manager
Strategic Objective
Amy Koo
Resources
PBIS Team, PBIS matrices and lesson plans, Conscious Discipline trainings, Mindset, Character Education
Plan, Safe and Orderly Schools plan, DPI Flexibility in Financial Transfers "We wish to utilize DPI flexibility
with funds transfer", Parental Engagement, Healthy Active Children Policy (K-8), school community
building initiative
Key Process
1. Teachers and Staff will implement the new PBIS matrices in order to create a consistent and positive
climate with the goal of decreasing major referrals to the office.
Tier
Tier 1 / Core
Process Manager
Julie Grahlmann
Measurable Process Check(s)
The PBIS team will review major referrals on SIRS monthly in order to identify next steps for PBIS
implementation.
Action Step(s)
1. The PBIS team will develop school-wide expectations, lesson plans, and matrices.
Timeline
2. The PBIS will conduct a beginning of year training for all staff to teach them the PBIS school-wide
expectations for teachers and students. Staff will teach students the different expectations for each
part of the school by using lesson plans the PBIS team will provide. One area of the school will be
taught each day starting on the first day of school. This should take the first 5 days of school. A
schedule will be developed for staff to reference.
Timeline
School:
Root ES
Plan Year
2016-2018
LEA:
4. The PBIS team will continually support staff in their implementation of the school-wide expectations
and offer professional development as needed.
Timeline
5. Staff will become familiar and utilize the intervention planning matrix to meet the behavioral needs
of all students.
Timeline
6. PBIS team will develop a checklist/walkthrough instrument to use quarterly to check for fidelity.
Results will be reviewed with staff.
Timeline
Page 11 of 18
Waiver Request
School:
Date
Root ES
Aug - 2016
Waiver Requested
N/A
How will this waiver impact school improvement?
No waiver is needed at this time
Please indicate the type of waiver:
State
None
Page 12 of 18
School:
Root ES
Plan Year
2016-2018
School Year:
2016-2017
Participants:
Goal Supported:
1. PBIS
2. Math (structure/grouping of students and differentiation)
3. Literacy Collaborative (Balanced Literacy Framework)
4. Intervention Matrix
1. Goal 2
2. Goal 1
3. Goal 1
4. Goal 1 & 2
Page 13 of 18
School:
Root ES
Plan Year
2016-2018
School Year:
2017-2018
Participants:
Goal Supported:
Page 14 of 18
Reading
1.) What data will be used to determine criteria to
identify the students who are not achieving at
benchmark?
The mClass class summary form will be used to
determine students with two or more areas of need.
In addition the following data will be used to
triangulate:
EOG scores
Case 21 ELA
report card
2.) What is the threshold at which students will enter
and/or exit strategic (Tier 2) and/or intensive (Tier 3)
interventions for academic or behavior?
Students who are demonstrating intensive needs in
mClass composite and TRC will receive an intensive
intervention. Students who are demonstrating
intensive needs or strategic needs in one area in
mClass will receive strategic intervention. A best
service meeting will be held with multiple stake
Data Decision
holders to determine service provider and
Process for Entry and
interventions to be documented on a student plan
Exit
(report card, Tier 2, or Tier 3).
Students will exit interventions when two or more
data points demonstrate student performing on grade
level standards.
3.) What frequency, structures, and processes will be
utilized to identify students exhibiting a need for
academic or behavior intervention throughout the
year?
Once a month grade level PLTs will meet with their
case manager to discuss students and their academic
and behavioral needs.
4.) How will your team will determine the
effectiveness of this plan, as evidenced by at least
70% of served students responding to interventions
based on the rate of improvement and/or
transitioning towards Core benchmarks?
The intervention team will meet at least three times a
year to evaluate the effectiveness of intervention
matrix.
School:
Root ES
Plan Year
2016-2018
School Year:
2016-2017
Math
Behavior
Page 15 of 18
Reading
Root ES
Plan Year
2016-2018
School Year:
2016-2017
Behavior
Intervention
Structure
Instruction
Math
School:
Page 16 of 18
Reading
Assessment and
Progress Monitoring
mClass benchmark
WCPSS Digging Deeper
formative assessments
Report Card
Case 21
EOG
mClass progress monitoring following WCPSS Steps
to Effective Progress Monitoring with DIBELS Next
Students will be progress monitored by the teacher
Students in the red will be progress monitored
every 10 school days and students in yellow will be
progress monitored every 20 school days
Duration, frequency, and intensity will be adjusted
based on progress monitoring data points and
following the MTSS framework
C-MAPP
Leveled books
Letterland Intervention Strand
Curriculum/Resources Recipe for Reading
Study Island
RAZ Kids
Benchmark Anchor Comprehension Kits
Math
School:
Root ES
Plan Year
2016-2018
School Year:
2016-2017
Behavior
C-MAPP
Math Expressions Differentiated Task Cards Math
vocabulary
Competitive Edge practice books
Study Island
enVisions
Page 17 of 18
Reading
Math
School:
Root ES
Plan Year
2016-2018
School Year:
2017-2018
Behavior
Data Decision
Process for Entry and
Exit
Intervention
Structure
Instruction
Assessment and
Progress Monitoring
Curriculum/Resources
Page 18 of 18